| dc.creator | Larrain,Antonia | |
| dc.creator | Howe,Christine | |
| dc.creator | Cerda,Julieta | |
| dc.date | 2014-11-01 | |
| dc.date.accessioned | 2019-05-03T13:49:29Z | |
| dc.date.available | 2019-05-03T13:49:29Z | |
| dc.identifier | https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0718-22282014000200005 | |
| dc.identifier.uri | http://revistaschilenas.uchile.cl/handle/2250/89108 | |
| dc.description | Peers discussion of contradictory ideas has been proven to promote students learning. Some empirical evidence suggests that whole-class argumentation has similar benefits, but there is no clarity yet on whether discussion accounts for this effect. This study aimed at testing the effects of different aspects of whole-class argumentation on science learning. A non-probabilistic sample of 220 students (aged 10 to 11 years) from 18 public schools in Santiago, Chile, participated in the study. Eleven teachers delivered lessons according to a teaching programme especially developed to foster argumentation (intervention group) and 7 teachers delivered lessons in their usual way (control group). Students were assessed individually using pre- and post-measures of learning, argumentative skills and attitudes toward science. The two formers were tests and the latter was a questionnaire. Lessons were videotaped. Factorial analysis and linear regression were conducted. Results showed that 2 factors predict a portion of the variance on learning: one factor composed of justificatory utterances and the other of students counter-arguments. These results suggest that contradiction among peers is not the only aspect of classroom argumentation that prompts learning. | |
| dc.format | text/html | |
| dc.language | en | |
| dc.publisher | Pontificia Universidad Católica de Chile | |
| dc.relation | 10.7764/psykhe.23.2.712 | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.source | Psykhe (Santiago) v.23 n.2 2014 | |
| dc.subject | argumentation | |
| dc.subject | science learning | |
| dc.subject | discussion | |
| dc.subject | dialogic teaching | |
| dc.subject | effective teaching | |
| dc.title | Argumentation in Whole-Class Teaching and Science Learning | |
